Collaboration Between Problem-Solving and

Evaluation Teams

August 2017

Today we will...

Increase your understanding of:

!  Importance of communication between the Problem-

Solving and Evaluation Teams

!  Roles and responsibilities of each team

!  Using information from the Problem-Solving Team when

making decisions during the referral process

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Problem-Solving Team

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Problem-Solving Team

!  Role of this team lies within general education and the

RTI process

!  Matches interventions to the needs of students to

ensure adequate progress is being made

!  Members could include teachers, administrators,

counselors, instructional specialists and others

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Intervention Information

!  The Evaluation Team might be provided with or request

specific information from the Problem-Solving Team.

This information will drive decisions made throughout

the student’s comprehensive evaluation.

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Intervention Information

!  Class assignments, grades, and work samples that

demonstrate a weakness in the identified area(s) of

concern

!  Notes, evidence, assurances, or documentation that

core instruction is effective in the identified area(s) of

weakness

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Intervention Information

!  Documentation of parent input during the intervention

period

!  Any additional information needed to provide a

thorough background summary

!  Attendance records for the student

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Intervention Information

!  Documentation of interventions, which includes start

and end dates, frequency, and intensity of each

intervention as well as decisions made throughout the

intervention period

!  Progress monitoring data collected during interventions

to include any graph or visual representation of

progress made during the intervention period

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Common Misconceptions

!  RTI interventions are a mandatory prerequisite to SLD

Evaluation

!  Intervention programs must be implemented for the

entire period of instruction

!  In tiered intervention models, all tiers must be

completed prior to referral

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OSEP Memorandum

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Something to Consider

!  Avoid unilateral decisions on general education

interventions which include:

-  decisions on timelines for interventions;

- choice of available interventions;

- schedules for progress monitoring; and/or

- a point at which to initiate a referral to consider an evaluation.

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Guidance Tool

SLD Guidance Tool

Fall 2016

Specific Learning Disability

Idaho SESTA Resources

Idaho Training Clearinghouse

Example

Referral

!  Evaluation Team reviews all records and

determines:

- Response to evidence-based intervention was

inadequate (unless immediate action is warranted

and documented)

- Language or cultural barriers are not the primary

source of the deficit

- Whether the referral is warranted or not 14

Referral

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-  Intellectual/Cognitive

- Academic Performance

- Communication

- Motor Development

- Hearing/Vision

- Developmental/Medical

- Results from Statewide or Districtwide Assessments

- Emotional/Social/Behavioral

- Transition/Vocational/ Occupational

- Adaptive Skills

!  The Evaluation Team will determine the student’s current level of performance in each area:

Referral

!  If warranted, the team will provide written notice

to parents/adult student of the proposed

evaluation.

!  Written Notice is often part of the Consent for

Assessment document

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Referral

!  If not warranted, the team will inform the person

making the referral as to why and document how

the information was provided.

-  If parent made the referral, the team will provide Written

Notice including the information used to make the

determination.

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Example

Consent for Assessment

The Evaluation Team will review:

- Student’s strengths and needs

- Cultural or language concerns

- Records

- Student’s suspected disability

An assessment plan will be created including:

- The areas to be assessed

-  Position responsible for each assessment 19

Consent for Assessment

Areas to be assessed:

- Should match the areas marked yes under “Need More

Information” on the referral.

-  If additional areas of concern are raised during a meeting, the

team will review available data and determine if assessment in

the area is needed.

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Guidance Tool

SLD Guidance Tool

Fall 2016

Specific Learning Disability

Idaho SESTA Resources

Idaho Training Clearinghouse

Example

Setting up Team Norms

!  Some norms you might consider: - Communication

- Roles and Responsibilities " Information provided " Format to provide information

- Meeting norms for both teams " Engagement " Electronics " Notes

- Timelines

- Notes

- Parent Involvement 23

Reflection

Share something that you or

your district is already doing

that was covered during

today’s presentation.

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Reflection

Share one clarification or

question you might have

regarding today’s content.

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Reflection

Discuss one thing you might

take back to your district to

assist team members in

understanding the problem-

solving to referral process.

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Nichole Kristensen Instructional Coordinator

www.IdahoSESTA.org

Contacts

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SDE – Supporting Schools and Students